Indicated Interventions for Youth Involved in Bullying and Victimization Behaviors: A Systematic Review

Abstract

Reviews and meta-analyses were conducted on universal prevention on school bullying, but no systematic scientific attention has been paid to the indicated interventions targeting those students already involved in the bullying phenomenon as victims or as bullies. This review examined 43 studies providing a qualitative and systematic synthesis of what is realized in the school context as indicated actions, deepening the main characteristics of their implementation and their effectiveness. The analysis was conducted separately for interventions targeting those involved in perpetrating behaviors, those who are victimized, and for interventions including both sides. The results showed that most indicated actions are designed for victims and bullies/victims, and for adolescents. In terms of the interventions implemented, the review presented Evidence-Based Interventions specifically ideated for bullying or programs adapted from general mental health, traditional strategies reported in the literature to address bullying/victimization cases, and specific procedures defined as bullying-indicated interventions. Most interventions are delivered by school staff in the case of bullies/victims and bullies target, while for indicated victim interventions, they are generally led by the school psychologist or counsellor. Interventions for bullies included psycho-educational and emotional-focused actions, victims’ interventions mainly focused on counselling, clinical, and skills building. Protocols for both targets included relational and mediational approaches. 67% of the studies evaluated the effectiveness, and only in a minority of cases did the intervention result not significant in reducing the different types of outcomes. Research needs to integrate a valid evaluation of effectiveness to discuss the sustainability of these new and traditional interventions.